Childminder in Leeds

Inspection date

Previous inspection date 11/08/2014 09/11/2009

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Partnerships with parents are good because the childminder regularly shares information with them about children's care, learning and development.  The childminder demonstrates a clear understanding of her responsibilities to safeguard children. She holds a paediatric first-aid certificate and effectively conducts risk assessments in her home. As a result, children are kept safe.  The quality of teaching is good. It stems from reflective and accurate assessment of children's learning and progress. As a result, children's progress is consistently good.  Children feel safe and secure, as a result of warm and loving relationships with the childminder.

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It is not yet outstanding because

 On some occasions, the childminder does not always support children's thinking, for example, by asking open-ended questions.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the childminder's home.  The inspector spoke with the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector looked at children's learning journals and a selection of policies and procedures.  The inspector checked evidence of suitability and qualifications of the childminder.  The inspector discussed self-evaluation processes with the childminder.

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Information about the setting

The childminder was registered in 1995 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in Pudsey, Leeds. The whole of the ground floor and the bathroom on the first floor are used for childminding. The childminder collects children from the local schools. There are currently seven children on roll, four of whom are in the early years age range and attend for a variety of sessions. The childminder operates all year round from 7.30am to 5.30pm, Monday to Friday, except Bank Holidays and family holidays.

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To further improve the quality of the early years provision the provider should:

 maintain a consistent approach to promoting children's thinking, for example, through more regular use of open-ended questioning.

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who attend

The childminder has a good knowledge of child development and fully understands how children learn. There is a balance between adult-led and child-initiated activities, which are flexible and responsive to children's needs. For example, children are interested in dinosaurs so the childminder provides dinosaur figures, jigsaws and books to extend and support their interest. This means that children's individual interests are well met. The childminder regularly completes well-written observations on the children, which are entered into their profiles. Next steps in learning are clearly identified and used to plan activities, which extend children's learning further. For example, children enjoy counting. To extend their learning further, the childminder plays number games and encourages children to count in everyday activities. Consequently, teaching is good. The childminder has a good knowledge of how to complete the progress check for children aged between

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who attend

two and three years, its purpose and the need to share this with parents. She ensures that children are making progress by regularly using the ages and stages of development to write summary reports, which she shares with parents. Through these strategies, any gaps in learning are quickly identified and supported. As a result, children have the key skills needed for the next steps in their learning and they are progressing well towards the early learning goals.

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who attend

Adult interactions are good. The childminder engages well with children, getting down to their level to play. Overall, the childminder supports children's language development well. She effectively introduces new vocabulary to them while they are engaged in play. For example, the childminder introduces children to the words 'fossil' and 'lava'. As a result, children's vocabulary is extended. However, on some occasions, the childminder does not support younger children's thinking and extend their learning further through the use of techniques, such as asking open-ended questions. For example, children excitedly tell the childminder that they are making flowers out of construction materials. However, she misses opportunities to talk with them about the different parts of the flower, or what they might need to grow. As a result, children's thinking skills are not always supported to the very optimum.

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who attend

The educational programmes have depth and breadth across the seven areas of learning. They provide interesting and challenging experiences which ignite children's interests and enthusiasm for learning. For example, children enthusiastically engage in sustained imaginative play making dinosaur gardens from play dough, leaves and pebbles. Younger children enjoy posting different shapes into posting boxes and building towers from graded stacking cups. The childminder supports children well, encouraging them to name the shapes and identify which cup is the biggest. As a result, children's mathematical skills are promoted effectively. Children enjoy a range of books, which are well chosen to ignite their interest. Children demonstrate concentration and good fine motor skills as they carefully make marks on paper and use scissors to cut out shapes from card. Consequently, they are developing the skills necessary to read and write. Overall, children

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who attend

are making good progress in the care of the childminder and are developing the skills they need for their future learning and the eventual move on to school.

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who attend

Parents are fully included in their children's learning. This is because the childminder gathers detailed information from them about each child and uses this to plan children's learning. Discussions and the regular sharing of the children's records of learning, as well as the communication books passed between home and the setting, ensure both parties work together to support children. The childminder works alongside the parents to help children achieve important milestones, such as progressing their physical, social and communication skills. She encourages the parents to share information about what the children do at home. These strong partnerships enable children to make the best progress.

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The contribution of the early years provision to the well-being of children

Children enjoy a warm and secure relationship with the childminder in her welcoming setting. The childminder takes time to get to know all the children well. She adapts the settling-in sessions to meet the individual needs of families, so that all children experience a positive start. Children are calm and relaxed within the home and are fully at ease, which means the children's individual needs are successfully met, promoting their well- being. The childminder works closely with parents from the start of their children's placement. For example, information is exchanged with parents during settling-in sessions about dietary needs, allergies and routines to ensure that these are accurately met. Children feel secure and flourish in the care of the childminder because they form very secure emotional attachments. The childminder provides valuable opportunities for children to take part in activities in the local community. For example, she takes them to a

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The contribution of the early years provision to the well-being of children

local toddler group each week. This means children can gain confidence in interacting with others and learn to work together as part of a larger group. This prepares them emotionally for similar activities they will encounter when they move on to school. As a result, children are very much enthused, interested learners who participate eagerly in activities.

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The contribution of the early years provision to the well-being of children

The childminder is a very good role model to the children and is polite and caring. For example, she encourages children to say 'please' and 'thank you'. Behaviour is managed effectively as the childminder reinforces good behaviour with positive praise. Children are learning to play together cooperatively. For example, the childminder reminds the children to take turns when playing with resources. As a result, they behave well. Children's independence skills are adequately supported. For example, they help to put on and take off their own bibs and shoes. There is a well-resourced indoor and outdoor learning environment with resources which are developmentally appropriate and accessible. This further supports opportunities for children to freely choose and be independent learners. Children are taught to be independent in their self-care. The childminder ensures that children's hands are washed before mealtimes and after toileting. As a result, children are

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The contribution of the early years provision to the well-being of children

aware of their own personal hygiene needs and are developing good hygiene routines. Daily and weekly risk assessments of the environments and resources ensure that children are safe as they play and learn. The childminder teaches the children to keep themselves safe. For example, children participate in monthly fire drills, which help them to understand how to keep themselves safe in an emergency.

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The contribution of the early years provision to the well-being of children

The childminder encourages children to develop a good awareness of the importance of adopting a healthy diet and lifestyle. Healthy drinks and snacks are provided for children, for example, they eat cereal and yoghurt-covered raisins at snack time and they drink either milk or water. Children have daily opportunities to go outside and to be physical. They visit local parks where they can climb and run around, which develops their muscles and provides them with opportunities to gain an understanding of risk through activities that encourage them to explore. As a result, children gain a sound understanding of a healthy diet and the need for physical exercise.

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provision

Safeguarding practices effectively protect children from harm. The childminder has a good knowledge of the possible indicators of abuse and has a written child protection policy in place, which guides her through the referral procedure. Parents are informed about safeguarding and receive information about other policies when their child starts at the setting. This means that they are well informed about day-to-day procedures. Accident and medicine records are well maintained and copies are provided to parents. The childminder holds a valid paediatric first-aid qualification, which ensures that a suitably trained person is always available to deal with emergencies. Accident and attendance records are well organised and detailed. As a result, children's welfare and safety are promoted well.

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provision

The childminder has a good understanding of her role and responsibilities. All policies are clear, personalised, and are in line with published guidance. She keeps up to date with changes in early years practice, for example, by linking closely with other childminders, attending local authority training and by reading relevant professional literature. The childminder monitors the provision by observing children closely and rotating resources she has in storage to meet their needs. Six-monthly summative assessments, which focus on children's skills, abilities and progress, demonstrate that their progress is being monitored. As a result, any gaps in learning are quickly identified so that appropriate interventions can be sought.

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provision

The childminder has addressed the recommendations raised at the last inspection. She understands the importance of self-evaluation and seeks feedback from parents. This all provides evidence of a commitment to continually improving her provision and the service offered to children. Partnerships with parents are important to the childminder. She builds and maintains relationships with them to ensure individual children's care, learning and development needs are met. Communication is good, promoting an effective two-way flow of information that both parties contribute to. Parents know what their children have been doing and, can build on these learning experiences when their child is at home. As a result, children benefit from a consistent and positive collaborative approach to their learning and development. The childminder has developed good links with the local schools and exchanges information with teaching staff about children's learning as part of

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provision

the transition process. This effectively supports continuousness of care and learning.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number 319976 Local authority Leeds Inspection number 872092 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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